This link has been bookmarked by 21 people and liked by 1 people. It was first bookmarked on 04 May 2010, by Maggie Wolfe Riley.
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15 Jun 11
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why aren't more students publishing online?
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The barriers are permission and server space. Most schools want to set up an intranet where a Webmaster can approve new content and then push some of it live.
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publishing on a school intranet defeats the goal of publishing for a broad audience
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"If you limit students' power by wrestling over permission to publish, then they'll ignore technology use in school."
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One solution adopted at King is to make sure all students posting online have parental permission and that they don't publish any identifiable pictures of themselves. Teachers can password protect their sites, as well.
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"My Web log became a personal voice for me, and I found I could express opinions, even in my class work. It also helped me organize all my work in one place."
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Creating online communities where student writing takes center stage means inviting audiences to read and reflect on published work.
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Additionally, alliances between K-12 and higher education would benefit preservice teachers who could gain valuable teaching and technology experience responding to student blogs, while students would benefit from having reliable readers critiquing and encouraging their work.
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12 May 10
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10 May 10
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09 May 10
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07 May 10
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06 May 10
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05 May 10
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If the fear of giving students an open forum to publish to their personal Web pages without an editor's approval keeps schools from exploring Web logs, consider that self-publishing encourages ownership and responsibility for content. UserLand COO John Robb notes, "Web logs are attached to an individual in the way a discussion board isn't. There are rules to using a Web log. If students break them, they can lose their site."
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Creating online communities where student writing takes center stage means inviting audiences to read and reflect on published work. For educators, this involves reaching out into virtual and professional communities for collaborative opportunities. For instance, working writers and journalists could volunteer to serve as editors of student blogs. Additionally, alliances between K-12 and higher education would benefit preservice teachers who could gain valuable teaching and technology experience responding to student blogs, while students would benefit from having reliable readers critiquing and encouraging their work.
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Content management platforms on which blogs are built make this entire process easier and more efficient. But while new uses of Web-based applications can make writing more real for students, educators will still need to consider how to evaluate what happens when students write online.
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Start slowly by asking students to post once a week in response to a specific assignment. Allow them to customize and personalize their site as much as their Web log application and school policies will allow. With that freedom comes responsibility, so spend a class drafting the rules for publishing to their sites. Have each student sign a copy, and keep it on file.
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Optimize the journal format by evaluating student writing over time, not just in one high-pressure testing event. Schedule several formal assessments during the school year at which time you can give a term grade that will be averaged with grades from subsequent evaluations.
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Co-authors Stephen Valentine, a finalist in this year's T&L Ed Tech Leaders of the Year program, and Gray Smith write about this challenge in Writing in a Wired World: Improving Student Writing Using a Computer, forthcoming from Teacher Created Materials. To encourage substantive discussion in student message board communication, they've developed conversation assessments using a five-point rubric that outlines the key criteria for determining a student's grade, including use of evidence, engagement with the text, and whether or not a student responded thoughtfully.
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Use models. Bookmark examples of well-written blogs. Take a class period to discuss what an effective post looks like. The same goes for examples of helpful reader response. If you use discussion board features to workshop students' writing, you also need to guide and reward the difficult work of learning how to give constructive criticism.
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04 May 10
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For starters, Web publication gives students a real audience to write to and, when optimized, a collaborative environment where they can give and receive feedback, mirroring the way professional writers use a workshop environment to hone their craft
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"If you limit students' power by wrestling over permission to publish, then they'll ignore technology use in school."
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John TognoliniBy Kristen KennedyAn emergent genre is making a space for students to publish online.The Web has opened up almost limitless possibilities for publishing.
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Maggie Wolfe RileyUsing blogs for teaching.
integrating_technology education blogging blogs teaching online learning
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